With this presentation of ADPP’s teacher training colleges ADPP Angola and the Ministry of Education call for partners for the training of the Teachers of the Future. ADPP’s teacher training colleges have since their start in 1995 been a solid and proud example of partnership between many different partners, who have acknowledged the importance of teacher training for the development of Angola.

1. ADPP Angola and the Ministry of Education
in Angola
MinistériodaEducação
The Expansion Plan
10 New Schools for the Teachers of the Future
ADPPAjuda de Desenvolvimento
de Povo para Povo -
Angola
present

2. Schools for the Teachers of the Future
(Escolas de Professores do Futuro - EPF)
1 Preface by the Minister of Education 3
2 Introduction by the General Director of the National Institute for Teacher Training 4
3 The Expansion Plan in numbers 6
4 ADPP presents the Expansion Plan - 10 new Schools for the Teachers of the Future 7
5 10 provinces - each with a School for the Teachers of the Future 8
6 Invitation for Partnership 11
7 The Teacher Training Programme in 7 periods 12
8 The Methods of Teaching and the Methods of Learning 14
9 Why the teachers from EPF decide to work in the rural and peri-urban areas 17
10 Perspectives on the education as expressed by graduated teachers and students 19
11 Primary Education in Angola and the results from the EPF 20
12 About Humana People to People and One World University / ISET 23
13 The first six Schools for the Teachers of the Future - in six provinces of Angola 24
14 Establishment and running costs of a new EPF 27
15 The Importance of EPF in today’s Angola 28
16 About ADPP Angola 31
Made by ADPP Angola April 2006 1000 copies printed by EAL edicoesdeangola@yahoo.com
Contents

3. 3
3
Preface by the Minister of Education
The training of teachers is one of the high priorities of the Government of the Republic of Angola, in the process of
creating basic education for all and in the eradication of illiteracy.
However, the fast expansion of the school system and the increase of school attendance, particularly at primary school
level, have imposed the need of recruiting teachers with a minimum of academic qualifications and, frequently,
without adequate pedagogical training.
In this time with peace and reconstruction the Government has recruited and employed seventy-one thousand, six
hundred and thirty new teachers, many of them with inadequacies that require academic as well as pedagogical in-
service training. This figure is for the last three years only.
Aiming at a gradual solution of the constraints present in the initial and further training of teachers, the Ministry of Education has
established partnerships with NGO’s and religious institutions, who have demonstrated capacity for cooperation within this field. A fruitful
partnership between the Ministry of Education and ADPP has been developed, already resulting in the creation of six Schools for the
Teachers of the Future since 1995.
The Schools for the Teachers of the Future have, in fact, become an initiative that is referred to when it comes to teacher training. It opens
opportunities for training of primary school teachers, not only for the new curriculum of the current school reform, but also, and in particular, for
the reestablishment of teaching in the rural areas in the post-conflict period. This demands teachers who encourage community development and
who are able to respond to the challenges of an integrated and relevant basic education that can efficiently contribute to the eradication of poverty
and the fight against endemics such as HIV/AIDS.
The Ministry of Education has encouraged this teacher training project and similar ones that, without any doubt, contribute to the reduction
of the discrepancies between the towns and the rural areas in basic education. It is reducing the problems of access, quality and gender equity
that are still confronting our educational system, within the great effort to make compulsory basic schooling a reality, as stipulated in the
fundamental Law for the Education System.
With this, I invite donors to become partners of ADPP and the Ministry of Education in the expansion plan for another ten Schools for the
Teachers of the Future in Angola.
REPÚBLICA DE ANGOLA
MINISTÉRIODAEDUCAÇÃO
Gabinete do Ministro

4. 4
Introduction by the General Director of
the National Institute for Teacher Training
Justino Jerónimo
General Director of INFQ/
MED
The problem of developing
human resources within
the Education sector is complex,
but fundamental and
unavoidable for the educational
system as a whole and also for
the improvement of the quality of teaching. The most
visible part of this problem is connected to
improvements in teacher training and career
management.
The diagnostic study of the National Educational
System from 1986, concluded that among the
aggravating factors of inefficiency within Education,
were the low level of academic and pedagogical
qualification of an increasing number of teachers,
especially in primary education, and the lack of a
system for refresher courses and continuous training
of teachers and pedagogical staff.
Other investigations, among which we would like to
mention the Sector Investigation of Education from
1993, came to the same conclusions. It recommended
conceptual changes and suggested structural changes
within initial training of teachers.
On this background the Ministry of Education
decided general guidelines and defined a framework
which allaws the development of more articulated
pedagogical programmes and projects in the area of
initial and continuous training. This would be a
response to the necessity of reconstructing and
stabilizing the educational system and at the same time
implementing the educational reform.
Law 13/01, the Law for the Education System,
identifies a subsystem on teacher training, which
among its general objectives, emphasizes, the need of
training teachers with an adequate profile for attaining
the objectives of education. It also emphasizes, the
responsibility for educating new generations and the
perspective of continuous training of the teachers.
It is in this context that you must see the partnerships
within initial and further training of teachers, that the
Ministry has entered. Among these the agreement
about the Schools for the Teachers of the Future stands
out, as it follows the recommendations in the National
Framework for the Reconstruction of the Educational
System (1995-2005). Here, it is clearly stated that the

5. 5
5
internal efficiency must be joined with the external
efficiency which ensures the capacity of the teachers to
fulfil their mission of serving the local community and,
also, that the teachers must participate more and more
in extra-curricular activities and practise a role as
community agents for development and, still, that in
the perspective of connecting school with life, to become
more efficient, the teachers must get a broad education
that enables them to fulfil their mission in the
reconstruction of the country.
From the beginning, the EPF was moulded as a really
professional education, which combines, the general
education, the specific education and the methodo-
logical and practical teaching preparation, in the best
possible way. The latter has got substantial weight, in
order to prepare the student for his real working
environment, in this way reaching the very objectives
of the teacher training.
The innovative character of the School for the Teachers
of the Future - the EPF - contains a response to the
specific challenge of primary teaching in the rural areas
and in peri-urban areas communities where the family
income is extremely low and there is a great lack of
resources.
It is actually a challenge, where it is necessary to
prepare the teacher for a world in which contrasting
realities more and more frequently turn up and are
confronted with each other, such as development
versus backwardness, progress in science and
technology versus illiteracy, economic growth versus
poverty, a society of information and communication
versus ignorance. It thus becomes relevant to create a
teacher training that not only responds to the question
of “do it and know it” but, above all, “do it and know
why”.
It is with indications of this nature and with these
characteristics that the teacher training project of the
Ministry of Education and ADPP is being developed,
in a differentiated way and with encouraging results,
not only as to the profile of the new teachers, but also
as to their efficient commitment to the teaching
profession. Their high motivation is illustrated by the
fact that 90% of the 1.424 teachers graduated since 1998
are efficiently performing their teaching in all provinces
of the country, in the most remote areas, thus
becoming a tool of pedagogical support to teachers with
less education and less experience, as well as in the work
in the local community and with the local authorities.
In addition to this, the young teachers trained at EPF
have demonstrated capacity, competence and creativity,
when appointed to tasks within the leadership of the
schools in the area where they are employed.
Therefore, it is justified to look upon the EPF project
as a great value in the rebuilding of the education sector
in Angola in the post-war period as well as an element
not to be underestimated in the diversified efforts to
fulfil the goals of Education for All before 2015 and
the Millennium Goals for Development.

6. 6
The Expansion Plan in numbers
2006 Expected
2015
EPF 6 16
Annual enrolment 645 1.680
Annual output of
graduated teachers 289 1.520
Total number of
graduated teachers 1.424 8.000

7. 7
7
ADPP presents the Expansion Plan -
10 new Schools for the Teachers of the Future
The agreement between the Ministry of Edu
cation and ADPP Angola signed in 1996 en-
visions the establishment and operation of 16
teacher training colleges in Angola, spread out in
16 of the 18 provinces of the country.
A fully established teacher training college has the
capacity to graduate 105 primary school teachers
annually, ready to teach children in grade 1-6. The
training is pre-service training. In addition to this, each
teacher training college will be able to provide in-
service training of 50 teachers per year.
From 1995 to 2001 the first 6 teacher training colleges
were established and started operation.
The established colleges have hosted students from
all 18 provinces of the country in a systematic effort
to cover some of the need for qualified primary
school teachers at national level. A solid partnership
has been established with the Provincial
Departments of Education in all 18 provinces of
Angola and with all Provincial Governments.
Today the need is bigger than ever for qualified
primary school teachers. Therefore the Ministry of
Education and ADPP Angola now take steps to
establish the next 10 ADPP teacher training
colleges. This takes place in close cooperation with
the hosting Provincial Governments.
A new teacher training college will start in a province,
when the preconditions for the establishment as well
as the operation of the college have been fulfilled.
ADPP Angola is prepared to start 1-2 teacher training
colleges every year and is presently preparing the
start of EPF in a number of provinces together with
the provincial governments. EPF Bié will be ready to
start in 2006. In Malanje, Huila, Uige and Lunda Norte
the identification of the exact location of the teacher
training colleges is in process. ADPP will continue
to do the same work in the rest of the provinces.
The perspective of 16 ADPP teacher training colleges
in Angola is that there will be a capacity to graduate
1.520 primary school teachers yearly. These teachers
will form a backbone in building up the needed quality
in primary education. They will also be solid
cooperation partners on the ground making the
intentions of the ongoing school reform a reality,
thus creating relevant and efficient primary education
for all children in Angola.

8. 8
10 provinces
- each with a School for the Teachers of the Future
Location to be identified with
Provincial Government.
105 new students per year.
Start: 01.08.2007
Population: 1.382.000
The economic base of the province
is agriculture, animal husbandry,
agro-industry and trade.
EPF, Huíla Province
Catabola Municipality.
105 new students per year.
Start: 01.08.2006
Population: 1.236.000
The province has great
potential for agriculture and
diamond exploration.
EPF, Bié Province
Malanje Municipality.
105 new students per year.
Start: 01.08.2007
Population: 965.000
The province has great potential
for agriculture and diamond
exploration.
EPF, Malanje Province
Negage Municipality,
Mbanza Negage village
105 new students per year
Population:1.112.000
The provincial economy is
based on agriculture and trade.
EPF, Uíge Province

9. 9
9
EPF, Lunda Norte Province
Location to be identified with
Provincial Government.
105 new students per year.
Population: 455.000
The provincial economic base is
diamond exploration, agriculture
and trade.
EPF, Lunda Sul Province
Location to be identified with
Provincial Government.
105 new students per year.
Population: 509.000
The provincial economic base is
diamond exploration, agriculture
and trade.
EPF, Kwanza Norte Province
Location to be identified with
Provincial Government.
105 new students per year.
Population: 455.000
The economic base of the
province is agriculture.
EPF, Kuando Kubango Province
Location to be identified with
Provincial Government.
105 new students per year.
Population: 435.000
The provincial economy is based
on agriculture and animal hus-
bandry.
EPF, Moxico Province
Location to be identified with
Provincial Government.
105 new students per year.
Population: 437.000
The economic base of the
province is agriculture.
EPF, Kwanza Sul Province
Location to be identified with
Provincial Government.
105 new students per year.
Population: 911.000
The provincial economy is
based on agriculture and animal
husbandry.

10. 10

11. 11
11
Invitation for Partnership
With this presentation of ADPP’s teacher
training colleges ADPP Angola and the Mi-
nistry of Education call for partners for the train-
ing of the Teachers of the Future.
ADPP’s teacher training colleges have since their
start in 1995 been a solid and proud example of
partnership between many different partners, who
have acknowledged the importance of teacher
training for the development of Angola. Among
them are:
- The Ministry of Education
- ADPP Angola
- The Federation Humana People to People and its
members.
- The Provincial Governments of Huambo,
Benguela, Bengo, Cabinda, Luanda and Zaire.
- Sonangol
- Sonangol and its partners in Block 0, 14 and 17.
- Norsk Hydro
- Statoil
- The UNDP Programme of Community
Reconstruction (PRC)
- UNICEF Education, Angola
- OPEC Foundation
- The Norwegian Embassy's Development
Cooperation with Angola
- AECI (Spanish Agency for Development
Cooperation)
- UNESCO Cluster Office in Windhoek
- A number of private companies operating in Angola
The 6 established teacher training colleges need
continuous and longterm partners - to increase the
number of teachers trained, to enrol more female
students, and to improve the infrastructure with more
housing for the college instructors.
The 10 new teacher training colleges need partners
for establishment and operation. Most of the new
colleges will be built in areas hard hit by the war.
The establishment of an institution of education and
culture will bring general progress to the nearby
community and to the province.
A key partner will always be the hosting Provincial
Government, who will provide the land and, when
possible, also existing infrastructures, as well as
include the new college in the budget for the
province.
Corporate businesses, who are already doing
business or starting operation in the province, can
contribute for a shorter or longer period of time,
i.e. from 1 year to 10 years.
Bilateral partners to the Angolan government, UN
agencies, World Bank programmes, and
international foundations and agencies with interest
in teacher training can also join in and become
partners.

12. 12
The programme is 30 months and is built up
with a progression to reach the final result: the well
trained teacher, ready to take up his or her position in the
school and in the community.
The programme has its periods, each with a specific
objective and a specific character.
1st
period:
- In the first period of 3 months the headline takes the
students out of their daily life into “The World in which
We Live”. Through studies and courses the students place
themselves in the whole World, giving them a wider
perspective.
2nd
period:
- Next are 3 months about “Our Country” - with studies
and investigations, bringing the students well into their
home country’s basic natural and social conditions,
contemporary politics, and also containing visions for the
future.
3rd
period:
- 1 month is dedicated to “We Continue Building Our
College”, -in which the students concentrate on a practical
task within construction, maintenance, gardening and
similar activities. The period adds planning, organization,
leadership and practical skills to their abilities as teachers.
4th
period:
- The next 5 months at the college are shared between
“School Practice and Further Studies”, with a fruitful
combination of teaching in the daily school practice
in a neighbouring primary school and own studies of
some of the subjects contained in the teacher training
curriculum. During this period the students write a
book about teaching, entitled “100 Big Pedagogical
Questions”.
5th
period:
- Thereafter it is time to concentrate - for 5 full months
the headline is “Consolidation and Charter Subjects”.
The students consolidate their knowledge within 3
main subjects: Portuguese, mathematics and natural
science. The Charter subjects take their point of
departure in the Charter of Humana People to People
and are dedicated to different aspects of community
building. A 2-week course in “The Pedagogical
Workshop” concludes the period.
6th
period:
- The next period is one of the most significant: 11
months of “The Teaching Profession as a Part of the
Teacher Training”. The students leave the college to
work as primary school teachers in the rural or peri-
urban areas. They go head on with all aspects, for a
The Teacher Training Programme in 7 periods

13. 13
13
1
3 months
The World in
which
We Live
2
3 months
Angola -
Our Country
3
1 month
We continue
building our
college
4
5 months
School Practice and further
studies
5
5½ months
Consolidation and subjects
from the Charter of
Humana People to People,
as well as Pedagogical
Workshops
6
11 months
The Teaching Profession
as part of the Teacher
Training, as well as continued
studies
7
1 month
Final Exam
Curriculum Hours
The World 150
Angola 150
Portuguese & didactics 270
Mathematics & didactics 270
Natural Science & didactics 230
Communication 40
Didactics of Geography 40
Didactics of History 40
Didactics of Arts 40
Economics 50
English 100
Didactics of Music 30
Didactics of Physical Education 40
Philosophy of Education 75
Pedagogy / Methodology 140
Psychology 130
Ethics & Social Studies 20
School Administration 40
Sociology 40
Construction / Food production 410
Charter Subjects 240
Teaching Practice 1.105
Maintenance & Cleaning 200
Pedagogical Workshop 40
Micro project & community work 770
Distance studies - general 420
Sport, culture, music 240
Final exam and conclusion 140
Total Curriculum 5.460
The Teacher Training Programme
AUG SEP OCT NOV DEC JAN FEB
MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN
FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN
1st, 2nd and 3rd period
4th and 5th period
6th and 7th period
period so long that they have to find their way through
the difficulties that might occur. The period includes
the actual teaching in the school, cooperation with the
headmaster, colleagues, parents, and children,
community work, and much more. Generally the
students will have more education than their colleagues,
and assisting other teachers is a natural part of the
period. The students continue their studies through
materials they have brought from the college, and they
keep in contact with the college throughout the period.
7th
period:
- Back again at the college, loaded with new experience,
it is time for the “Final Examinations”.

14. 14
The Methods of Teaching and the Methods of Learning
The art of teaching is the art of placing the
student in the very centre of the process of
learning. The art of teaching is not exclusive, but
inclusive - it must include all aspects of life, when
we are dealing with primary school education,
and it must include all the students. Therefore the
teacher in training must build up an arsenal of
experiences in this field, first and foremost through
his own practice during his training as a teacher.
The Teacher Training Colleges have, together with a
number of other schools world wide, developed and
adapted a system called “The Modern Determination
of Methods”, in short DMM.
The school life in its totality is divided into 2/4 studies,
1/4 courses, 1/4 experiences.
2/4 Studies - Individual studies by the students,
after a plan made by the individual student
himself.
The studies are organized in subjects, described in
sections with each their tasks. A task takes
typically 1 to 4 hours to solve. Each task consists
of an introduction, written by the teacher, meant
to sharpen the appetite for exactly this task, a
directive clearly telling you how to work with
this task step by step, and some materials, often
literature or other informative materials. The
student reads the introduction, follows the
directive, answers the task in whatever form is
prescribed, and hands in the solved task to the
teacher. The student gains points for each task
solved. The teacher comments on the contents
and the quality of the answer.
The students have access to all the tasks all the
time. Each student makes his or her own plan for
the studies and can plan according to level, time

15. 15
15
and interest, and according to the demands laid
down for the specific period.
1/4 Courses - The courses are about overall
interesting and exciting questions, with the
purpose of moving and arousing the students. They
can also be of contents taken from the subjects
being studied in one of the periods. The college
teacher is the host. The college teacher is
performing to the utmost of his ability, making it
a special occasion of learning and interest for the
student, using methods worth to copy, and
challenging the students in debates and
deliberations.
1/4 Experiences - Experiences and the elaboration
of experiences have a physical place in the
programme as an integrated part of the learning
process and its results. Experiences in their own
way essentially contribute to the accumulated
results of the education, also to a great extent to
the results in the school subjects.
They are for example after hours sports, special
events as events for parents, cultural and
entertainment events at the school or in the
community, travels and visits in the country,
practice in rural schools and practice in
community work - and much more.
Where DMM is modern is in the determination
of the methods. This means that the modernity is
not a matter of using modern equipment or
throwing away old methods - like for instance the
reading of a book or the dialogue. At first glance,
DMM might seem to focus very much on the
individual. That is true, but it is not the whole
truth. At the same time as DMM focuses on the
individual, the single student is placed in a constant
dialogue with his teacher, in deliberations and
discussions with his classmates, and as an
unconditional part of the whole school
community. This gives a valuable training in
structured collaboration with others, a skill that
will be very useful, when the EPF trained teacher
starts to work, often as the most educated teacher
at his or her school, and with a natural obligation
to assist less fortunate colleagues.

16. 16

17. 17
17
Why the teachers from EPF decide to work in the rural
and peri-urban areas
At EPF, the training is organized like a trip
starting in the whole world, passing through
Angola and ending up in the school and its
surrounding community. During all this time, two
and a half years, the future teachers learn to create
development.
They are led to build up their own training through
investigation of various information sources, contacts
with people of diverse experience, preparation and
implementation of various events, visits to people
and authorities, exchange of views with people of
different conceptions. All of this helps them to create,
within themselves, a feeling of love for their people
and a decision to do something for their own
development and for that of others.
During the period of practice, which takes one year,
they work as teachers in a primary school located in
a rural or peri-urban area and earn their own salary.
Here they teach and promote development actions.
They develop activities together with young
people and adults in the surrounding community.
The results can be seen and evaluated by
themselves. This is decisive, as it makes them aware
that:
- they are necessary in that area;
- their work is very important;
- they can implement actions that will benefit
others;
- they can develop themselves even when living in
a poor rural or peri-urban area.
This is showed clearly in this report by 8 graduated
teachers from EPF Zaire in Kuimba Municipality,
Zaire province:
“Last year we made our teaching practice here. In
this community there are many Angolan refugees,
who returned from the Democratic Republic of
the Congo. They came back and built their houses
on the outskirts of town, where there were no
basic services yet, like schools. We mobilized
pupils and parents to build temporary classrooms
from sticks and palm fronds. In this way 14
classrooms were built at two primary schools. We
also managed to get an agreement with an NGO,
in which we should organize the production of
clay bricks and they would build the permanent
classrooms. Thus 14 permanent classrooms were
built and in the end of the school year only the
roof sheets were missing to be put up. After our
graduation we came back and now two of us are
headmasters at those schools, making it possible
for us to continue the development that we helped
to start.”

18. 18

19. 19
19
Nunes Correia Bali Chionga, graduate from EPF
Huambo, headmaster of the School for Street Children,
School no. 750, Cazenga, Luanda
“For me the teacher training became a reunion with and
a realization of my greatest dream. With the methodologies
and the way of organizing I managed to acquire a total
view of learning as a process and a life goal. I understood
that learning is the result of a rational combination of
life skills, not only of teaching methods. By building,
cleaning the floor, preparing food, working in the
community, singing, playing, etc., I learned the great
methods and the great lessons which I use today.
Today, as a headmaster, I feel confident in the
methodological debates and in the planning, showing to
my colleagues that the best methods are not those divided
between school subjects, but those that let the pupils
learn, that the texts written by the pupils themselves will
never be forgotten, and that the inclusive school, which
helps the local community in solving its problems of
water, aids, malaria, etc, is the best school in the world.”
Jéssica de Fátima from EPF Huambo, in school practice
at School no. 113, Benfica, Huambo
“The education at EPF is very important for the
participants. We live in a boarding community with
different responsibilities for the daily running of the
school. We learn all the subjects, such as pedagogics,
school management, “The World”, calligraphy, among
many others. In the school practice, we learn how to deal
with the community with respect and responsibility.”
Perspectives on the education as expressed by graduated teachers
and students
Esperança Paula António, graduate from EPF Zaire,
teacher at School no. 104, Pângala, Soyo
“I had always wanted to work with children. I started at
EPF in Soyo. Through that education I learnt to face life
with responsibility and to become adult. I also learnt how
to plan and give good lessons to the children. I think it is
very important that we learn to do more than just teaching.
In my school practice I had a grade 1 in the reform
curriculum. We had many other activities and in the
community we were called “Those Who Do Everything”.
In the school where I am now teaching I help my
colleagues in the planning and pedagogical preparation
of their lessons. They find it difficult, but they are
progressing.”
Constantino Nzilanzilu, graduate from EPF Huambo, teacher and
headmaster at the school in Casseque, Huambo
“The EPF makes the student put demands to himself and
able to practise a conscious discipline. The student is an
investigator and is responsible for his or her own learning.
In my school practice, I carried out a project to build a
school with three classrooms. I gave lessons, helped my
teacher colleagues, promoted cleaning campaigns, etc.
I was then employed at the same school where I had had
my practice. Here I organized pedagogical capacity building
among colleagues with teaching difficulties. I was appointed
school director and communal administrator.”

20. 20
S ince peace was achieved in Angola in April
2002 the education sector has developed
significantly.
Among the schools existing at Independence, more
than 50% had been partly or totally destroyed at the
end of the war. Only 62% of the children in school
age (grade 1-6) attended school. During the last four
years, great efforts have been made to turn around
this situation.
More than 18.000 new classrooms have been
constructed around the country.
In the period 2003-2005, 51.000 new teachers were
employed at primary school level. In 2006, a further
20.630 teachers have been employed. A great part of
these do not have a pedagogical education, but
participate in further training during the school breaks.
On this background it has been possible to increase
the number of children within the school system from
1,8 million to 4,9 million since 2002.
Primary Education in Angola and
the results from EPF
On top of this the Ministry of Education is
implementing the Educational Reform. It is carried
out in phases and started on an experimental basis
in 2004 with new programmes and new teaching
materials in selected classes of grades 1, 7 and 10
around the country.
In 2005 it was the turn of grades 2, 8 and 11,
while at the same time the experience of the
previous year was evaluated. In 2006 all classes of
grades 1, 7 and 10, in the whole country, will
work according to the Educational Reform, and
so it will continue.
Thus the first step by the Ministry is that of solving
the problem of access to primary education for more
and more children in school age. The next step will
be that of raising the quality of this education.
This will be done, on one hand, through a continuous
programme of in-service training of a large number
of teachers with no pedagogical education and/or
with little academic schooling and, on the other hand,
through improvements of the physical and material
conditions of the schools.

21. 21
21
Today there are:
6ADPPTeacher Training Colleges, with a 7th starting
inAugust 2006;
Total existing capacity to graduate 360 teachers /year;
1.424 teachers already graduated, of which almost
90% are working as school teachers in rural and peri-
urban areas in more than half of the municipalities
in the country and in all of the 18 provinces;
656 students are in training at the moment and 293
will graduate in January 2007;
Expected enrolment of 645 new students in August 2006.
Results from EPF
Graduated who
work as teachers
Facts about Angola
In 2005 the population was estimated at 16.470.000
inhabitants, of whom 60% were below the age of 18 years.
In 2001 66% of the population was urban and 34% rural.
In 1996 the numbers were nearly the reverse.
The male index is 91%, which means that for every 100
Angolan females, there are 91 males.
The fertility rate is high with 7 live births per female.
In 2001 the life expectancy was 40,1 years.
In 2001 the adult literacy rate was 67%, which means that
67% of the population above the age of 15 years knew
how to read and write.
In 2001 63% of the population lived below the poverty
line.
Facts about Primary Education in Angola
In 2001 56% of the children aged for primary school,
first level (grades 1-4), attended school. The
corresponding number for primary school, second level
(grades 5-6), was 6%.
In 2001 the average number of pupils per class was 64.
At present it is unchanged or higher.
76% of the children conclude grade 4. 54% of the children
repeat one or more classes during grades 1-4.
Sources:
MICS (Multiple Indicator Cluster Survey) 2001, Instituto Nacional de Estatística/
UNICEF;
UNDP Report on Human Development, Angola 2005,
Dep. of Human Resources/MoE.

22. 22
The Federation Humana People to People Headquarters in Zimbabwe

23. 23
23
About Humana People to People and One World University/ISET
A s a member of Humana People to People,
ADPP Angola draws on and forms part of
the development of the Humana People to People
teacher training concept.
In 1993 ADPP Mozambique and Humana People
to People started the first of its teacher training
colleges in Maputo, soon after the signing of the
peace accord, which brought an end to the war in
Mozambique. In 1995 the first EPF started in
Angola, and in the following years agreements were
signed with the respective governments about 12
colleges to be established in Mozambique, and 16
colleges to be established in Angola. In 2003 DAPP
in Malawi started teacher training. The Humana
People to People teacher training concept is the
backbone in the programmes in all three countries.
The Humana People to People concept for
training teachers for the rural primary schools in
Africa has proven to be very strong, with its
combination of academic studies and close
correlation to the reality in the primary schools,
with extensive training in cooperation skills
throughout the education, and with its
understanding of the teacher as an important
development person in the community and the
training to fulfil that role. In 1996 Humana People
to People started collaboration with the well-
known Danish architect, Jan Utzon, who designed
a prototype of a teacher training college, and is
involved every time a new college is being
constructed. Up to 2005 seven colleges have been
constructed in Angola, Mozambique and Malawi
using the same architecture with some variations.
Two more are under construction in 2006.
The teacher training programme requires skilled
personnel, such as people with a Bachelor Degree
of Education, to be instructors at the EPF. In 2000
One World University was established in Maputo,
Mozambique, first and foremost to supply the growing
number of EPF with qualified instructors. In 2005
the institution was recognized as an independent
university under the name One World University/
ISET (Instituto Superior de Educação e
Tecnologia). ADPP Angola runs a scholarship
programme for training and upgrading of
instructors for EPF through studies at One World
University/ISET. The establishment of a similar
institution in Angola, with the aim of training
teacher instructors, is under consideration.

24. 24
The first six Schools for the Teachers of the Future
EPF Huambo
Huambo Province
Population: 1.803.000
Huambo Municipality
Started in 1995
303 graduated teachers
EPF Benguela
Benguela Province
Population: 1.822.000
Benguela Municipality
Started in 1997
252 graduated teachers
EPF Caxito
Bengo Province
Population: 433.000
Dande Municipality
Started in 1996
362 graduated teachers

25. 25
25
- in six provinces of Angola
EPF Cabinda
Cabinda Province
Population: 234.000
Cacongo Municipality
Started in 1998
217 graduated teachers
EPF Zaire
Zaire Province
Population: 325.000
Soyo Municipality
Started in 2001
105 graduated teachers
EPF Luanda
Luanda Province
Population: 3.187.000
Samba Municipality
Started in 2000
185 graduated teachers

26. 26
All new constructions will be designed by
the Danish architect, Jan Utzon

27. 27
27
Establishment and running costs of a new EPF School
Construction and establishment
USD
Initial costs before the start of an EPF 135.000
Buildings, 3.560 m2
@ 414 USD/m2
: 1.475.000
Other costs
land, water, electricity, etc 125.000
Equipment and furniture
for the whole complex: 225.000
Training of teacher instructors
and key staff 40.000
Total cost of establishment: 2.000.000
Running costs
Total cost per trained student.
(2½ years, including
1 year of teaching practice) 5.000
The costs are paid by:
The General State Budget 50%
Enrolment fees and other income, approx. 10%
Partner contributions, approx. 40%
Detailed establishment budgets
Buildings
Assembly hall, offices, kitchen 321.000
8 classrooms 234.000
Dormitories, 32 rooms 480.000
Toilets and baths 180.000
Headmaster and teacher residences 260.000
Total, Buildings 1.475.000
Other Costs
Access roads 15.000
Energy supply 30.000
Water supply 45.000
Fence and outdoors 35.000
Total, Other costs 125.000
Equipment and furniture
Furniture - administration and teachers’ room 12.000
Equipment - kitchen 12.000
Furniture - dining hall for 160 people 16.000
Furniture - 8 classrooms 32.000
Furniture - dormitories for 124 students 36.000
Furniture - teachers’ residences 11.000
Education material and equipment 36.000
Computers 34.000
Communication system 6.000
Vehicle 30.000
Total, Equipment and furniture 225.000

28. 28
“The visit to the School for the Teachers of
the Future was a positive surprise for me.
I leave, certain that the teachers trained here
will help to rebuild, stabilize and develop
Angola.
I will do everything to make sure that the
Government supports this project.
Happiness and great success to you.”
Signed 12th of March 2004"
During his visit to
Bengo province, His
Excellency, Fernando
da Piedade dos Santos,
Prime Minister of
Angola, also visited
EPF Caxito where he
wrote this in the guest
book:

29. 29
29
The Importance of EPF in today’s Angola
His Excellency, the
Governor of the Province
of Benguela, Mr. Dumilde
Rangel, at the Graduation
Ceremony in Januar y
2006 for 44 new teachers:
“The EPF of ADPP has a good programme, a
good planning, a good coordination with the
governmental institutions. It is the policy of the
Ministry of Education that teachers are educated
at this teaching institution, to allow us to keep
the drive, keep the quality, keep and increase the
number of primary school teachers in the
Province of Benguela.
This school is very well situated. It is encouraging
with all the experience gained by those trained
here. Wherever we pass by, wherever we meet
students, or rather teachers, trained at this school,
we only hear praise. That is what qualifies the
name of this school, that is what elevates all the
instructors teaching at this school. I want to
encourage those students, who have not yet
finished their education, to do so.”
His Excellency, the
Governor of the
Province of Bié, Mr.
Amaro Tati:
“The School for the Teachers of the Future aims
at preparing skilled people for the rural areas. This
has a very special significance considering the
situation in Angola in general and in the province
of Bié in particular. People who have prepared
themselves for work in rural areas, where the
logistic situation is difficult, will fight against
illiteracy and promote development in the
communities, as well as fight against poverty and
contribute to the strengthening of democracy
among the less privileged in Angola.”

30. 30
Professor
Domingos Peterson
(Phd in Education Chancellor,
Jean Piaget University, Angola)
“ADPP aims at educating
teachers for the rural and peri-urban areas,
because these areas show:
- a higher index of illiteracy,
- a high population density (in the peri-urban areas),
- a great proportion of vulnerable people,
- as “forgotten” areas ever since pre-independence
up till now.
Those are areas where there is a need to develop
educational projects for community development.
It is in this context that ADPP is developing a large
scale programme - for 10 provinces - in order to
contribute to the development of the rural and
suburban areas. Development in these areas is a
pre-condition to counteract the migration from the
rural to the urban zones”.
DIOCESE OF BENGUELA
P.B. nº 670
Tel: 3663 / 3871
DDI and fax: 244 272 2 3 5127
E-mail: dombraga2000@yahoo.com.br
BENGUELA – ANGOLA
Testimony
The School for the Teachers of the Future has been run
here on the outskirts of the city of Benguela, for several
years. On various occasions, I have had the opportunity
to visit the School, talk with the instructors and the
students and see the buildings. I have also got to know
some of the programmes and to see good activities “on
the spot ”, not only to the benefit of the future teachers,
but also to the benefit of their future pupils.
My impression is very positive due to the seriousness of
the teaching and the dedication of the instructors. One
of the points that I consider most relevant is that these
future teachers are prepared in mobilization and
specifically for work outside of the most developed
environments. We certainly need to look upon all
Angolans as equals, and the teachers should all have a
preparation that will make Angolans value themselves
and contribute to making this a grand country. I believe
that more schools of this kind will be beneficial to what
we need.
Benguela, 7th of March 2006

31. 31
31
ADPP started its activities in Angola in 1986 with
the construction of the Children’s Town in Caxito,
which is a home and school for orphans and other
vulnerable children.
Since then, in periods of war and peace, ADPP has
developed projects and programmes in all the
provinces of Angola.
ADPP Angola is a Non-Governmental Organization
officially registered in the Ministry of Justice. ADPP
Angola is co-founder and member of the Federation
of Associations connected to the International
Humana People to People Movement.
In 2006 ADPP Angola celebrates 20 years of existence
with thousands of people who have contributed in
carrying out its activities.
Objectives of ADPP Angola
To promote solidarity between people.
To promote the economic and social development
of Angola by implementing development projects in
the areas of education, training, social well-being,
health, culture, environment, production, agriculture,
trade and other areas that correspond to the
objectives.
To promote a better life for the most needy
populations.
Activities of ADPP Angola
At this time ADPP works in 9 different sectors:
Child Aid - with pre-schools and community
development for rural areas.
Treeplanting and Environment
Teacher Training - the Schools of the Teachers of
the Future, training of primary school teachers
for rural and peri-urban areas.
Vocational Schools - training in Agriculture,
Construction, Hotel and Tourism, Administration.
Polytechnical Schools for Children and Youth - basic
education for children and youth with special needs.
HOPE - a project in the fight against HIV/AIDS.
TCE - Total Control of the Epidemic of HIV/AIDS.
Fundraising - promotion of second hand clothes
National productions
Who is part of ADPP?
Each of the institutions, projects or programmes has
a Project Council with its own leader.
In total 650 people work at the projects as teachers,
community activists, clothes promotors, tailors, cooks,
bricklayers, accountants, secretaries, drivers and others.
In the day-to-day, 8.340 people work and study at the
projects of ADPP Angola and thousands of others
benefit from the effects of those projects and
programmes.
About ADPP

32. ADPP Angola
Rua Comandante Kima Kienda, nº 3-5, C.P. 345,
Luanda, Angola
Phone: +244 222 311416, Mobile: +244 912 310860,
Fax: +244 222 310121
E-mail: adppsede@netangola.com
www.humana.org